Ubd Lesson Plan

|Quarter II: |Topic: |Time Frame: | |ALGEBRAIC EXPRESSIONS, FIRST-DEGREE EQUATIONS |FIRST-DEGREE EQUATIONS AND INEQUALITIES IN ONE |25 Days | |AND INEQUALITIES IN ONE VARIABLE |VARIABLE | | |STAGE 1 | |Content Standard |Performance Standard | |The learner demonstrates understanding of the key concepts of |The learner models situations using oral, written, graphical and | |first-degree equations and inequalities in one variable. |algebraic methods to solve problems involving first-degree equations and | | |inequalities in one variable. | |Essential Understanding(s): |Essential Question(s): | |Real-life problems where certain quantities are unknown can be solved |How can we use first-degree equations and inequalities in one variable to| |using first-degree equations and inequalities in one variable |solve real-life problems where certain quantities are unknown? | |Prior Knowledge: |Transfer Goal: | |An equation with either no solution or infinitely many solutions is |I want my students to learn about first-degree equations and inequalities| |actually not an equation |in one variable so that, in the long run, they will be able, on their | |Expanding brackets (e.g. 5(x+3) = 5x + 3) |own, to solve real-life problems involving one unknown quantity. | |Treatment of inequalities as equations | | |Essence of inequalities will not change when multiplied or divided by a | | |negative number | | |Locating the wrong region in sketching graphical representations of | | |inequalities | | |Students will know: |Students will be able to: | |mathematical expressions |differentiate mathematical expressions from equations and inequalities | |first-degree equations and inequalities in one variable |identify and describe first-degree equations and inequalities in one | |properties of first-degree equations and inequalities in one variable |variable | |applications of first-degree equations and inequalities in one variable |give examples of first-degree equations and inequalities in one variable | | |describe situations of first-degree equations and inequalities in one | | |variable...

You May Also Find These Documents Helpful

...Standard LessonPlan Form
LessonPlan: 1
Name:
Course: EDSP 360
LESSON PREPARATION [Before the lesson]
Topic: Beginning Multiplication
Specific Strategy: Lesson fpr 3rd grade students teaching beginning multiplication and differentiated to accommodate autistic, behavior problems, ADHD, and hearing impaired learners.
Subject:
Math
Grade: 3
State Standard: The student will
a) investigate the identity and the commutative properties for addition and multiplication; and
b) identify examples of the identity and commutative properties for addition and multiplication.
National Standard: The student will
a) investigate the identity and the commutative properties for addition and multiplication; and
b) identify examples of the identity and commutative properties for addition and multiplication.
Primary Objective: Each student will demonstrate they have mastered the skill of beginning multiplication by successfully answering 18 out of 20 questions correctly.
Classroom Diversity and Differentiated Instruction: Rock N’ Learn: Multiplication Rap video will be watched to help introduce multiplication in a fun and exciting way. The video includes the words on the screen for the hearing impaired student and exciting characters and songs to help hold attention of ADHD and autistic students.
http://www.youtube.com/watch?v=e9xe80NqSwM
Materials/Equipment: Candy and...

...LESSONPLAN
Topic: Writing a transactional letter
Teacher:
Date:
School:
Form:10 th
Level: advanced
Lesson type: Writing
Unit:
Subject: Writing a transactional letter
Lesson aims:
1. to introduce the topic of the lesson: a transactional letter
2. to present to the students the main features of a a transactional letter
3. to familiarize the students with the layout and style of a transactional letter
4. to practise language used in a transactional letter
5. to develop the writing and speaking skills of the students
Objectives:
-students will be able to present the main features of a a transactional letter
-students will be able to understand the nature and purpose of a a transactional letter,
-students will be able to write and read their own letter of application.
Skills:writing,reading, speaking
Teaching materials: classbook(Going for gold upper-ntermediate)
Audio-visuals: blackboard and chalk, students 'copy-book
Activity 1-Warm-up
Aim-introducing the topic
Procedure:
The teacher is checking the homework and tell the.The teacher the students that they are going to focus on the writing skill and that they are going to learn how to write a letter of application and writes on the blackboard the title of the lesson,,Writing a letter of application”
Interaction:teacher-student;
student-teacher
Activity 1a-pre-reading
Aim: a predictive...

...﻿LESSONPLAN OUTLINE
Name :____________________ Date:______________________
Grade Level:________________ Length:_______________________
Topic:
I. Objective:
Write a behavioral objective with conditions, the behavior, and criteria for mastery. You may also use a non-behavioral objective if it is appropriate.
II. Preparation
Purpose:
The purpose of this lesson is the reason for teaching the lesson: to introduce, to give information, to help organize information, to demonstrate knowledge, to provide enrichment or a chance for creative application.
Materials:
List teacher references
List materials students will need
III. Procedure
A. Anticipatory Set:
You are motivating your students to want to learn this material. Link the material to students’ background knowledge and experience; create a puzzle or use an analogy to get them thinking along the lines you want to go. Share the relevance of the lesson to students’ lives. Overtly link your anticipatory set to the body of the lesson.
B. Body of the Lesson/Input:
This is the body of the lesson. You can give input in many ways: use a visual aid, show a video, read, lead a discussion; you can give input or you can draw it from the students or from print or media.
1. Outline and label steps in the lesson
You will outline each step you will be using to develop the lesson....

...I. HEADING:
April 26, 2014
Social Studies
Fifth Grade – 24 students
50 minutes
II. RATIONALE AND BACKGROUND:
The purpose of this lesson is for the students to read alternative sources about Christopher Columbus and express their opinion about whether he should be celebrated. The students will read an article about Christopher Columbus and highlight in one color the positive influence of Columbus’s life and in another color the negative influence of Columbus’s life. Then, the class will discuss the positives and negatives and the teacher will write each in columns on the board. The students will write in their own columns on a worksheet. The students will write a paragraph stating their opinion on whether we should or shouldn’t celebrate Christopher Columbus. They must support their opinion with at least three positives or negatives. The lesson will meet the Common Core Standard CC.1.4.5.G: Write opinion pieces on topics or texts and the Common Core Standard CC.1.2.5.D: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
The students learned about Columbus in their last class and read several of his journal entries. The students have had experience with supporting their essays from their readings. The students also have experience with writing multi-paragraph essays.
Facts about the learners:
• Talkative class.
• Several students who are in...

...Year Two English Language Daily LessonPlan
Subject : English Language
Class : Year 2
Theme : World of Knowledge
Topic : Animals
LS : 4.1.1, 4.1.2
Learning Objective : By the end of the lesson, pupils will be able to :
(i) listen to and enjoy song.
(ii) Create their own mask.
Activities : 1. Mime a few actions and ask pupils to name the action.
2. Put up a chart with the lyrics of the song they learnt on the first lesson.
3. Pupils sing the song.
4. Teacher shows pupils on how to make a animal masks
5. Pupils sit in groups and ask pupils to create a variety of animal masks
6. Pupils display their end products and name their masks.
CCE (EMK) : Creativity , Entrepreneurship
Teaching Aids : Song Chart, Manila Cards, Coloured Pencils
Assessment :
Reflection :
Song Chart
Old MacDonald Had a Farm
Old MacDonald had a farm
E I E I O
And on that farm there were some chicks
E I E I O
With a cheep-cheep here
And a cheep-cheep there
Here a cheep, there a cheep
Everywhere a cheep-cheep
Old MacDonald had a farm
Old MacDonald had a farm
E I E I O
And on that farm there were some ducks
E I E I O
With a quack-quack here
And a quack -quack there
Here a quack, there a quack
Everywhere a quack-quack
Old MacDonald had a farm
E I E I O
start again substituting another animal for example : cows, horse
Year Two English Language Daily Lesson...

...﻿Warner School of Education—University of Rochester
LessonPlan Assignment
LessonPlan Description / Guidelines
Standard LessonPlan Heading:
Candidate
Date
Cooperating teacher
Grade level
Subject area
Title of unit of which this lesson is a part
Lesson title
Duration of lesson
Definitions of Standard LessonPlan Criteria:
Note: Differentiation, adaptations, accommodations, and/or modifications should be purposefully infused throughout the appropriate components of the lessonplan (e.g., assessments, procedures, resources, etc.)
1. Content Area:
Candidates should (1) indicate the predominant content area to be addressed in the lesson, and (2) when applicable, how it will be connected to other content areas.
2. Purposes/Goals:
Candidates should describe: (1) what the students will learn as a result of their participation in the lesson, (2) why the goals of the lesson are important, and (3) the “big idea” that will help students connect the lesson to the world beyond the classroom.
3. Objectives:
Candidates should identify: (1) the specific objectives that they want their students to achieve, (2) briefly describe how they will demonstrate that they have achieved them, and (3) briefly describe how the...

...﻿ LessonPlan
Grade Level:
Pre-K(5)
Subject:
Dramatic Play
Prepared By:
Beverly Walker
Activity Name:
Manner/learning centers
Learning Domain
Social and Emotion skills
Overview & Purpose
Children will learn how to work with others in play and group activities and the values, beliefs, customs of others
Education Standards Addressed
If your state has early learning standards, please identify and list the standards that this lesson addresses
Objectives:
(Specify skills/information that will be learned.)
The children will learn the appropriately way to react in various situations using the manners we have learned throughout the week.
The children will use social skills to work with others
Materials Needed:
4-5 Children
1 Coat
1 Sweater shirt
Water fountain
2 chairs
Table
Crayon
Kleenex
Content:
(Specific skill/ concept being taught in lesson)
We all is unique individual.
To respect individual differences and functioning.
To be friendly, cooperative, and self-controlled behavior.
Nonviolent solutions to conflict.
Friendship skills
Vocabulary:
Other Resources:
(e.g. Web, books, etc.)
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of...